Academic Writing with Readings Concepts and Connections

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* An emphasis on core academic skills: Academic Writing introduces core concepts used across a variety of disciplines in order to help students recognize patterns that appear in all academic reading and writing situations.* Connections across contexts: From traditional science reports written for fellow scholars to blogs written for general audiences, this interdisciplinary text contains a wide range of readings, allowing students to examine how context influences academic writing. * "Concept in Practice" and "Applying the Concepts" features: These features encourage students to apply the critical reading, research, and writing strategies that they learn in composition courses to what they read and write in all of their courses. * An anthology: This accompanying anthology includes forty-two articles drawn from across a wide range of disciplines-including Sociology, Psychology, Computer Science, Communications, History, Art, Communications, Business, Economics, Geography, and Environmental Science-which are grouped together by engaging interdisciplinary themes: Social Networks (Chapter 13), Perceptions and Perspectives (Chapter 14), Language, Literacy, and Technology (Chapter 15), Violence and Justice (Chapter 16), and Conservation and the Environment (Chapter 17).

Teresa Thonney is Associate Professor of English at Columbia Basin College.

ACADEMIC WRITING: CONCEPTS AND CONNECTIONS, with ReadingsPreface for InstructorsTable of ContentsChapter 1: Academic Writing across the DisciplinesRecognizing Common Features of Academic Writing Specialized AudiencesContextualized WritingSpecialized Vocabulary Disciplinary Perspectives and Modes of InquiryEmphasis on Research and EvidenceTransitioning to Reading and Writing in the DisciplinesConsider Your Study Habits and Learning PreferencesConsider Your Prior Writing Knowledge and Beliefs about LearningUnderstanding Concepts and Connections in Academic WritingApplying the Concepts to Reading: Reading Academic WritingApplying the Concepts to Writing: Considering Your Learning PreferencesPAIRED READINGS FROM INTERDISCIPLINARY STUDIES"Disciplinary Cultures and General Education: What Can We Learn from Our Learners" Essays on Teaching Excellence, Sheila Tobias"For many students, a course . . . is 'hard' not because its content is too difficult for them, but because it is 'packaged' and 'purveyed' in unfamiliar ways.""Why Poets Just Don't Get It in the Physics Classroom: Stalking the Second Tier in the Sciences," NACADA Journal, Sheila Tobias "I began a series of studies to ascertain the causes for the hemorrhaging of college students from the science pipeline."Chapter 2: Strategies for Reading Academic WritingStrategy 1: Understanding the ContextAnalyze the Rhetorical SituationKnow What to Expect While You ReadConcept in Practice 2.1: Considering Context CluesUse Genre Knowledge to Understand What You're ReadingRecognize the Vocabulary of the Genre or DisciplineConcept in Practice 2.2: Considering the Vocabulary of Research StudiesKeep Your Reason for Reading in MindStrategy 2: Making PredictionsPreview the Entire TextNotice Signal Words and TransitionsConcept in Practice 2.3: Considering Linguistic CluesStrategy 3: Reading ActivelyHighlight, Annotate, or Create Graphical Depictions as You ReadConcept in Practice 2.4: Making AnnotationsMake Connections as You ReadStrategy 4: Adjusting How You Read Learn to Adjust Your Reading RateConcept in Practice 2.5: Adjusting How You ReadLearn to Read Critically Alter Your Reading Style When Reading OnscreenApplying the Concepts to Reading: Considering the IMRAD ReportApplying the Concepts to Writing: Why Read Original Research Reports?PAIRED READINGS FROM READING STUDIESExcerpt from an "Interview with Ellen Rose," conducted by Laureano Ralón for Figure/Ground Communication"What seems to be happening now is that this state of perpetual distraction is becoming the new normal"-an education professor talks about learning in the digital age. "The Phenomenology of On-Screen Reading: University Students' Lived Experience of Digitised Text," British Journal of Educational Technology, Ellen Rose"This study sought to gain insight into university students' experiences of reading digitised texts. . . ."Chapter 3: Reading Academic Arguments Defining Academic Arguments Claims of Observation Claims of Interpretation of Evidence or Research Claims of Opinion or Value Claims that Call for Action The Intended AudienceRecognizing Persuasive Appeals PathosConsider Imagery and Concrete DetailsConsider Figurative LanguageConsider Appeals to Shared ValuesConcept in Practice 3.1: Appealing to Shared Cultural ValuesEthosConsider the Author's Experience or QualificationsConsider the Author's Concern for OthersConsider How the Author Acknowledges Opposing Views Concept in Practice 3.2: Qualifying ConclusionsConsider the Credentials and Reputations of Sources CitedConsider the Tone and Writing StyleLogosLook for Indicators of Trustworthy Quantitative ResearchAssess the Reliability of Studies and SurveysConcept in Practice 3.3: Evaluating Research MethodsEvaluate the Visual EvidenceLook for Indicators of Trustworthy Qualitative Evidence Applying the Concepts to Reading: Critically Reading ArgumentsApplying the Concepts to Writing: Writing a Critical AnalysisPAIRED READINGS FROM SOCIOLOGY"Promoting Bad Statistics," Society, Joel Best"It generally is not necessary for a statistic to be accurate-or even plausible-in order to achieve widespread acceptance.""Birds-Dead and Deadly: Why Numeracy Needs to Address Social Construction," Numeracy, Joel Best"Most often, when people are trying to arouse concern about some social problem, they incorporate statistics in their claims. Many of these numbers have serious flaws. . . ."Chapter 4: Writing Academic ArgumentsUnderstanding the Writer-Reader Relationship in College WritingDeferring Authority in College PapersConcept in Practice 4.1: Analyzing the Rhetorical Situation in a Biology Writing Prompt Claiming Authority in College PapersRecognizing AnalysisTypes of AnalysisFind or Delineate a Recurring PatternCompare and ContrastApply a Specific Analytical Template or Theory to a SituationEvaluate Worth According to Discipline StandardsConcept in Practice 4.2: Summary vs. AnalysisMaking an ArgumentThesis-Driven ArgumentsEmpirical ArgumentsProposalsProviding Evidence in Analysis and Argument AssignmentsSummary, Analysis, and Personal ResponsePublished Quantitative DataPersonal ObservationTextual EvidenceResponding Effectively to Writing PromptsApplying the Concepts to Reading: Analyzing a College Writing Prompt from Music AppreciationApplying the Concepts to Writing: Responding to a Writing Prompt from HistoryPAIRED READINGS FROM INFORMATION LITERACY"College Students Eager to Learn but Need Help Negotiating Information http://seattletimes.nwsource.com/html/opinion/2015227485_g uest05head.html Overload, http://seattletimes.nwsource.com/html/opinion/2015227485_gu est05head.html The Seattle Times, Alison J. Head and Michael B. Eisenberg"Information-literacy skills allow us to find what we need, filter out what we do not and chart a course in an ever-expanding frontier of information. Information literacy is the essential skill set that cuts across all disciplines and professions."Excerpt from "Learning the Ropes: How Freshmen Conduct Course Research Once They Enter College," http://projectinfolit.org/pdfs/PIL_2013_FreshmenStudy_FullR eport.pdf Project Information Literacy Research Report, Alison J. Head "Our findings suggest the Google-centric search skills that freshmen bring from high school only get them so far with finding and using trusted sources they need for fulfilling college research assignments."

Chapter 5: Visual Rhetoric in Academic ArgumentsAn Overview of Visual RhetoricConcept in Practice 5.1: Considering Ethical Use of ImagesVisual Rhetoric in Academic ArgumentsUsing ImagesUsing Images to Explain Concepts or ProceduresUsing Images to Evoke EmotionConcept in Practice 5.2: Combining Images with Other Types of EvidencePresenting Quantitative Data VisuallyUsing Tables Concept in Practice 5.3: Presenting Data in TablesUsing FiguresPie ChartsBar Charts (Graphs) and Column ChartsLine GraphsConcept in Practice 5.4: Comparing Figure Types Best Practices for Incorporating Visuals into Academic PapersApplying the Concepts to Reading: Reading Quantitative DataApplying the Concepts to Writing: Analyzing ImagesPAIRED READINGS FROM ENVIRONMENTAL SCIENCE"Can We Feed the World and Sustain the Planet?" Scientific American, Jonathan A. Foley"An international team of experts . . . has settled on five steps that, if pursued together, could raise by more than 100 percent the food available for human consumption globally, while significantly lessening greenhouse gas emissions, biodiversity losses, water use and water pollution.""Closing Yield Gaps Through Nutrient and Water Management," Nature, Nathaniel D. Mueller, James S. Gerber, Matt Johnston, Deepak K. Ray, Navin Ramankutty, and Jonathan A. Foley"Meeting the food security and sustainability challenges of the coming decades is possible, but will require considerable changes in nutrient and water management."

Chapter 6: Writing with AuthorityReviewing the Past and Announcing the Value of Your PaperConcept in Practice 6.1: Recognizing Patterns in IntroductionsIntroducing and Announcing the Purpose of Your Paper Concept in Practice 6.2: Engaging Readers and Announcing Your GoalsQualifying Claims and Anticipating ObjectionsPreparing the Reader for What's to ComeTitlesForecasting Introductions Overviews, Topic Sentences, and HeadingsUsing Specialized Vocabulary and Academic Phrasing Academic Phrases Concept in Practice 6.3: Recognizing Academic Vocabulary Reformulations Reformulations that Paraphrase Reformulations that Specify or Illustrate Reformulations that Define Concept in Practice 6.4: Recognizing Opportunities for ReformulationUsing First Person to Establish AuthorityBringing the Conversation to a CloseApplying the Concepts to Reading: Reading Mathematics WritingApplying the Concepts to Writing: Using the Conventions of Academic WritingPAIRED READINGS FROM BUSINESS"First Impressions: The Science of Meeting People." (An interview with Amy Cuddy), Wired. Com, Rob Capps"A strong handshake and assertive greeting may not be the best way to make a good first impression.""Power Posing: Brief Nonverbal Displays Affect Neuroendocrine Levels and Risk Tolerance," Psychological Science, Dana R. Carney, Amy J. C. Cuddy, and Andy J. YapThe researchers' "findings suggest that, in some situations requiring power, people have the ability to 'fake it 'til they make it.'"

Chapter 7: Conducting Secondary ResearchDiscovering TopicsAnalyze Assignment PromptsChoose from What You KnowConsult Course ResourcesConduct "Presearch"Refining Your TopicConcept in Practice 7.1: Asking Open-Ended Questions to Refine a TopicFinding SourcesSearch Library DatabasesConcept in Practice 7.2: Searching for Articles in a DatabaseSearch Online Book CatalogsConsult Your Sources' SourcesConsult Your LibrariansConcept in Practice 7.3: Using Your Library's DatabasesEvaluating SourcesWhat Is the Publication Source? Is the Source a Primary or Secondary Source? Does the Author Have Relevant Credentials? What Is the Original Context?What Is the Publication Date? Are the Author's Sources of Information Identified? Is the Source Static or Dynamic?Concept in Practice 7.4: Evaluating a WebsiteCreating a Working BibliographyConcept in Practice 7.5: Developing an Annotated BibliographySelecting Evidence for an Academic ArgumentReading Academic Research ReportsChoosing between Primary and Secondary Sources of InformationApplying the Concepts to Reading: Evaluating Online SourcesApplying the Concepts to Writing: Creating an Annotated Bibliography that Evaluates SourcesPAIRED READINGS FROM COMPUTER SCIENCE"YAB [Youth Advisory Board] Interview: Laura Granka, Search User Experience, Google." Ypulse Youth Advisory Board post from Raymond Braun Laura Granka describes her work as a "user-experience researcher" for Google."Eye-Tracking Analysis of User Behavior in WWW Search," SIGIR Forum, Laura A. Granka, Thorsten Joachims, and Geri Gay"We investigate how users interact with the results page of a WWW search engine using eye-tracking."Chapter 8: Integrating Source Material into Academic WritingSummarizingSummary in IntroductionsSummary as EvidenceComprehensive SummariesConcept in Practice 8.1: Summarizing an ArticleParaphrasingParaphrasing a PassageUnderstanding PlagiarismPatchwritingCommon KnowledgeConcept in Practice 8.2: Summarizing and Paraphrasing a PassageQuoting Determining When to Quote Analyzing Quotations Capitalizing and Punctuating QuotationsIdentifying SpeakersCopying QuotationsConcept in Practice 8.3: Quoting Sentences and PhrasesUsing Block QuotationsIdentifying Sources through Formal Documentation Similarities and Differences in Documentation StylesQuoting in Different Documentation StylesSimilarities and Differences in Bibliography Styles Concept in Practice 8.4: Recognizing Differences in Bibliography FormatsApplying the Concepts to Reading: Combining Summary, Paraphrase, and Quotation with AnalysisApplying the Concepts to Writing: Summarizing an ArticlePAIRED READINGS FROM RHETORIC AND COMPOSITION "Sandra Jamieson and Rebecca Moore Howard: Unraveling the Citation Trail," Project Information Literacy."Smart Talks""We felt-based on our classroom experience!-that what underlay much of what was being interpreted as plagiarism was not based in students' ethical choices, but rather in their practices and skills in source-based writing.""Writing from Sources, Writing from Sentences," Writing & Pedagogy, Rebecca Moore Howard, Tricia Serviss, and Tanya K. Rodrigue"Instead of focusing on students' citation of sources, educators should attend to the more fundamental question of how well students understand their sources and whether they are able to write about them without appropriating language from the source."

Chapter 9: Writing a Synthesis PaperPlanning a Synthesis PaperConsider Your Audience, Purpose, and AssignmentLook for Agreements, Disagreements, and Discrepancies between SourcesThink of Research and Writing as Simultaneous ProcessesLook for Ways to Graphically Organize InformationConcept in Practice 9.1: Planning a Source-Based Synthesis PaperFormulating the Central Claim Categorizing Types of Central Claims Claims that Summarize the Published ResearchClaims of Opinion or ValueConcept in Practice 9.2: Expressing the Central ClaimDrafting Your PaperSupport Claims with EvidenceWrite an Original ArgumentUse Additional Features of Good Synthesis WritingSynthesizing Source Material Using MLA FormatSynthesizing Source Material Using APA FormatApplying the Concepts to Reading: Reading a Source-Based Proposal Documented in APA FormatApplying the Concepts to Writing: Synthesizing Information from SourcesPAIRED READINGS FROM PSYCHOLOGYExcerpt from "An Interview with Deanna Kuhn," Educational Psychology Review, Michael E. Shaughnessy"In seeking to develop the intellectual values of students in the American education system, we need to be aware that we are swimming against a cultural tide." "Jumping to Conclusions," Scientific American Mind, Deanna Kuhn"Can people be counted on to make sound judgments?" A psychology researcher demonstrates that "the causal reasoning of average adults regarding everyday matters is in fact highly fallible."

Chapter 10: Conducting Primary ResearchSecondary Research vs. Primary ResearchChoosing a Research TopicUse Course ResourcesLook AroundUse Published StudiesPrimary Research QuestionsChoosing Your Research MethodsObservationLimitations of ObservationGuidelines for Conducting Observational ResearchConcept in Practice 10.1: Reporting Observational ResearchInterviewsGuidelines for Conducting InterviewsConcept in Practice 10.2: Interviewing Research SubjectsSurveysGuidelines for Creating Survey QuestionsConcept in Practice 10.3: Evaluating Survey QuestionsLimitations of Survey ResearchTextual AnalysisGuidelines for Conducting Textual AnalysisConcept in Practice 10.4: Analyzing Textual Features Discovering Topics for Textual Analysis StudiesEthical Considerations When Conducting Primary Research Reporting Your Original ResearchBenefits of Conducting Primary ResearchApplying the Concepts to Reading: Analyzing a Description of MethodsApplying the Concepts to Writing: Planning a Research StudyPAIRED READINGS FROM INTERDISCIPLINARY STUDIESExcerpt from University of Michigan's webpage for the Undergraduate Research Opportunity Program (Sandra R. Gregerman, director) University of Michigan researchers describe a program found to have a positive influence on "students' academic achievement, retention, behavior, and post-graduate educational and professional activities."Excerpt from "Undergraduate Student-Faculty Research Partnerships Affect Student Retention," Review of Higher Education, Biren A. Nagda, Sandra R. Gregerman, John Jonides, William von Hippel, and Jennifer S. LernerResearchers find that "students' involvement in investigating, understanding, and producing knowledge wove them into the central mission of the university."

Chapter 11: Revising and Editing Academic WritingGlobal vs. Local ChangesMaking Global RevisionsCan Readers Predict What's Ahead? Does the Organization of Main Ideas Make Sense? Are Main Ideas Repeated? Are Ideas Linked?Concept in Practice 11.1: Linking ParagraphsAre the Body Paragraphs Well Structured?Are the Sentences within each Paragraph Connected? Is the Paragraph Unified? Is the Paragraph Adequately Developed? Concept in Practice 11.2: Revising Underdeveloped Paragraphs Does the Writing Address Your Reader's Needs?Have You Used Feedback from Professors?Concept in Practice 11.3: Using Instructor Feedback Making Local EditsDecide between Active Voice or Passive Voice Use the "Given-New" Pattern Concept in Practice 11.4: Using the Given-New PatternHelp Readers Navigate Complex Sentence PatternsEdit for ConcisenessConcept in Practice 11.5: Editing for ConcisenessEditing for Correct Grammar and SpellingFinal Revising and Editing TipsApplying the Concepts to Reading: Making Global RevisionsApplying the Concepts to Writing: Using a Revising ChecklistPAIRED READINGS FROM EDUCATION"Some Reasons for the Grades We Give Compositions," The English Journal, Sarah Warshauer Freedman "I designed an experiment to try to discover what causes teachers to score [papers] as they do.""Why Do Teachers Give the Grades They Do?" College Composition and Communication, Sarah Warshauer Freedman

Why do English teachers give the grades they do? Research from an education professor indicates that "the most significant influence proved to be the strength of the content of the essay."Chapter 12: Working and Writing in GroupsAdvantages and Disadvantages of Working in GroupsKeys to Successful CollaborationDiscuss in Advance Your Group PhilosophyExpect Different Approaches to Communication and WorkConsider Other PerspectivesCoordinate EffortsConcept in Practice 12.1: Engaging in Productive ConflictWriting Collaboratively Giving Peer FeedbackFocus on What's Needed at the TimeConsider the Evidence Supporting the Writer's ClaimsNotice the Organization and Flow of IdeasAnnotate As You ReadGive Specific FeedbackBenefits of Peer ResponseConcept in Practice 12.2: Giving Useful Feedback Applying the Concepts to Reading: Responding to the Writing of OthersApplying the Concepts to Writing: Writing Collaboratively PAIRED READINGS FROM BIOLOGY"The Brains of the Animal Kingdom; New Research Shows that We Have Grossly Underestimated both the Scope and the Scale of Animal Intelligence. Primatologist Frans de Waal on Memory-Champ Chimps, Tool-using Elephants and Rats Capable of Empathy," Wall Street Journal, Frans de WaalPrimatologist Frans de Waal argues that "intelligent life is not something for us to seek in the outer reaches of space but is abundant right here on earth, under our noses" in the animal kingdom.Excerpt from "Chimpanzees Play the Ultimatum Game," Proceedings of the National Academy of Sciences of The United States of America, Proctor Darby, Rebecca A. Williamson, Frans B. M. de Waal, and Sarah Brosnan Research from scientists at Georgia State University and Emory University indicates that even monkeys understand the benefits of collaboration.

Works CitedCreditsAuthor/Title Index* Each chapter ends with a works citedPreface1. Academic Writing across the Disciplines Recognizing Common Features of Academic Writing Specialized AudiencesContextualized WritingSpecialized VocabularyDisciplinary Perspectives and Modes of InquiryEmphasis on Research and EvidenceTransitioning to Reading and Writing in the Disciplines Consider Your Study Habits and Learning PreferencesConsider Your Prior Writing Knowledge and Beliefs about LearningUnderstanding Concepts and Connections in Academic Writing Applying the Concepts to Reading: Reading Academic WritingApplying the Concepts to Writing: Considering Your Learning PreferencesPAIRED READINGS FROM INTERDISCIPLINARY STUDIES "Disciplinary Cultures and General Education," Essays on Teaching Excellence, Sheila Tobias"Why Poets Just Don't Get It in the Physics Classroom: Stalking the Second Tier in the Sciences," NACADA Journal, Sheila Tobias2. Strategies for Reading Academic Writing Strategy 1: Understanding the Context Analyze the Rhetorical Situation-- The Writer-- The Audience-- The Situation, Genre, and PurposeKnow What to Expect While You ReadConcept in Practice 2.1: Considering Context CluesUse Genre Knowledge to Understand What You're ReadingRecognize the Vocabulary of the Genre or DisciplineConcept in Practice 2.2: Considering the Vocabulary of Research StudiesKeep Your Reason for Reading in MindStrategy 2: Making Predictions Preview the Entire TextNotice Signal Words and TransitionsConcept in Practice 2.3: Considering Linguistic CluesStrategy 3: Reading ActivelyHighlight, Annotate, or Create Graphical Depictions as You ReadConcept in Practice 2.4: Making AnnotationsMake Connections as You ReadStrategy 4: Adjusting How You Read Learn to Adjust Your Reading RateConcept in Practice 2.5: Adjusting How You ReadLearn to Read CriticallyAlter Your Reading Style When Reading OnscreenApplying the Concepts to Reading: Considering the IMRAD ReportApplying the Concepts to Writing: Why Read Original Research Reports?PAIRED READINGS FROM READING STUDIES Excerpt from an "Interview with Ellen Rose," conducted by Laureano Ralón for Figure/Ground Communication"The Phenomenology of On-Screen Reading: University Students' Lived Experience of Digitised Text," British Journal of Educational Technology, Ellen Rose 3. Reading Academic Arguments Defining Academic Arguments Claims of ObservationClaims of Interpretation of Evidence or ResearchClaims of Opinion or ValueClaims that Call for ActionThe Intended AudienceRecognizing Persuasive Appeals Pathos--Consider Imagery and Concrete Details--Consider Figurative Language--Consider Appeals to Shared ValuesConcept in Practice 3.1: Appealing to Shared Cultural ValuesEthos--Consider the Author's Experience or Qualifications--Consider the Author's Concern for Others--Consider How the Author Acknowledges Opposing ViewsConcept in Practice 3.2: Qualifying Conclusions--Consider the Credentials and Reputations of Sources Cited--Consider the Tone and Writing StyleLogos--Look for Indicators of Trustworthy Quantitative Research--Assess the Reliability of Studies and SurveysConcept in Practice 3.3: Evaluating Research Methods--Evaluate the Visual Evidence--Look for Indicators of Trustworthy Qualitative EvidenceApplying the Concepts to Reading: Critically Reading ArgumentsApplying the Concepts to Writing: Writing a Critical AnalysisPAIRED READINGS FROM SOCIOLOGY "Promoting Bad Statistics," Society, Joel Best"Birds-Dead and Deadly: Why Numeracy Needs to Address Social Construction," Numeracy, Joel Best4. Writing Academic Arguments Understanding the Writer-Reader Relationship in College Writing Deferring Authority in College PapersConcept in Practice 4.1: Analyzing the Rhetorical Situation in a Biology Writing PromptClaiming Authority in College PapersRecognizing Analysis Types of Analysis--Find or Delineate a Recurring Pattern--Compare and Contrast--Apply a Specific Analytical Template or Theory to a Situation--Evaluate Worth According to Discipline StandardsConcept in Practice 4.2: Summary vs. AnalysisMaking an Argument Thesis-Driven ArgumentsEmpirical ArgumentsProposalsProviding Evidence in Analysis and Argument Assignments Summary, Analysis, and Personal ResponsePublished Quantitative DataPersonal ObservationTextual EvidenceResponding Effectively to Writing Prompts Applying the Concepts to Reading: Analyzing a College Writing Prompt from Music AppreciationApplying the Concepts to Writing: Responding to a Writing Prompt from HistoryPAIRED READINGS FROM INFORMATION LITERACY "College Students Eager to Learn but Need Help Negotiating Information Overload." The Seattle Times, Alison J. Head and Michael B. Eisenberg Excerpt from "Learning the Ropes: How Freshmen Conduct Course Research Once They Enter College," Project Information Literacy Research Report, Alison J. Head 5. Visual Rhetoric in Academic Arguments An Overview of Visual Rhetoric Visual Rhetoric in Academic Arguments Passage from an Academic JournalUsing Images Using Images to Explain Concepts or ProceduresUsing Images to Evoke EmotionConcept in Practice 5.1: Combining Images with Other Types of EvidencePresenting Quantitative Data Visually Using TablesConcept in Practice 5.2: Presenting Data in TablesUsing Figures-- Pie Charts-- Bar Charts (Graphs) and Column Charts-- Line GraphsConcept in Practice 5.3: Comparing Figure TypesBest Practices for Incorporating Visuals into Academic Papers Applying the Concepts to Reading: Reading Quantitative DataApplying the Concepts to Writing: Analyzing ImagesGetting StartedConducting Your AnalysisWriting the AnalysisPAIRED READINGS FROM ENVIRONMENTAL SCIENCE "Can We Feed the World and Sustain the Planet?" Scientific American, Jonathan A. Foley "Closing Yield Gaps Through Nutrient and Water Management," Nature, Nathaniel D. Mueller, James S. Gerber, Matt Johnston, Deepak K. Ray, Navin Ramankutty, and Jonathan A. Foley 6. Writing with Authority Reviewing the Past and Announcing the Value of Your Paper Concept in Practice 6.1: Recognizing Patterns in IntroductionsIntroducing and Announcing the Purpose of Your Paper Concept in Practice 6.2: Engaging Readers and Announcing Your GoalsQualifying Claims and Anticipating Objections Preparing the Reader for What's to Come TitlesForecasting IntroductionsOverviews, Topic Sentences, and HeadingsUsing Specialized Vocabulary and Academic Phrasing Academic PhrasesConcept in Practice 6.3: Recognizing Academic VocabularyReformulations-- Reformulations that Paraphrase-- Reformulations that Specify or Illustrate-- Reformulations that DefineConcept in Practice 6.4: Recognizing Opportunities for ReformulationUsing First Person to Establish Authority Bringing the Conversation to a Close Applying the Concepts to Reading: Reading Mathematics WritingJoining a ConversationEstablishing Territory and Stating the Value of the ResearchExpressing UncertaintyApplying the Concepts to Writing: Using the Conventions of Academic WritingPAIRED READINGS FROM BUSINESS "First Impressions: The Science of Meeting People." (An interview with Amy Cuddy), Wired. Com, Rob Capps "Power Posing: Brief Nonverbal Displays Affect Neuroendocrine Levels and Risk Tolerance," Psychological Science, Dana R. Carney, Amy J. C. Cuddy, and Andy J. Yap 7. Conducting Secondary Research Discovering Topics Analyze Assignment PromptsChoose from What You KnowConsult Course ResourcesConduct "Presearch"--Library Resources--Internet SourcesRefining Your Topic Concept in Practice 7.1: Asking Open-Ended Questions to Refine a TopicFinding Sources Search Library DatabasesConcept in Practice 7.2: Searching for Articles in a DatabaseSearch Online Book CatalogsConsult Your Sources' SourcesConsult Your LibrariansConcept in Practice 7.3: Using Your Library's DatabasesEvaluating Sources What Is the Publication Source?Is the Source a Primary or Secondary Source?Does the Author Have Relevant Credentials?What Is the Original Context?What Is the Publication Date?Are the Author's Sources of Information Identified?Is the Source Static or Dynamic?Concept in Practice 7.4: Evaluating a WebsiteCreating a Working Bibliography Concept in Practice 7.5: Developing an Annotated BibliographySelecting Evidence for an Academic Argument Reading Academic Research Reports Choosing between Primary and Secondary Sources of Information Applying the Concepts to Reading: Evaluating Online SourcesApplying the Concepts to Writing: Creating an Annotated Bibliography that Evaluates SourcesPAIRED READINGS FROM COMPUTER SCIENCE "YAB [Youth Advisory Board] Interview: Laura Granka, Search User Experience, Google." Ypulse Youth Advisory Board post from Raymond Braun "Eye-Tracking Analysis of User Behavior in WWW Search," SIGIR Forum, Laura A. Granka, Thorsten Joachims, and Geri Gay Eye-Tracking Analysis of User Behavior in WWW Search 8. Integrating Source Material into Academic Writing Summarizing Summary in IntroductionsSummary as EvidenceComprehensive Summaries--Reading a Text You Will SummarizeConcept in Practice 8.1: Summarizing an Article--Template for Standalone SummariesParaphrasing Paraphrasing a PassageUnderstanding Plagiarism PatchwritingCommon KnowledgeConcept in Practice 8.2: Summarizing and Paraphrasing a PassageQuoting Determining When to QuoteAnalyzing QuotationsCapitalizing and Punctuating Quotations--Introducing Quotations--Integrating Quotations--Interrupting Quotations--Introducing a Quotation with a Colon--Following a Quotation with a Comma or Period--Following a Quotation with Other Types of PunctuationIdentifying SpeakersCopying Quotations--Adding Emphasis to a Quotation--Omitting Words from a Quotation--Inserting Words into Quotations--Identifying an Error in a QuotationConcept in Practice 8.3: Quoting Sentences and PhrasesUsing Block QuotationsIdentifying Sources through Formal Documentation Similarities and Differences in Documentation StylesQuoting in Different Documentation Styles Similarities and Differences in Bibliography StylesConcept in Practice 8.4: Recognizing Differences in Bibliography FormatsApplying the Concepts to Reading: Combining Summary, Paraphrase, and Quotation with AnalysisApplying the Concepts to Writing: Summarizing an ArticlePAIRED READINGS FROM RHETORIC AND COMPOSITION "Sandra Jamieson and Rebecca Moore Howard: Unraveling the Citation Trail," Project Information Literacy, "Smart Talks." "Writing from Sources, Writing from Sentences," Writing & Pedagogy, Rebecca Moore Howard, Tricia Serviss, and Tanya K. Rodrigue 9. Writing a Synthesis Paper Planning a Synthesis PaperConsider Your Audience, Purpose, and AssignmentLook for Agreements, Disagreements, and Discrepancies between SourcesThink of Research and Writing as Simultaneous ProcessesLook for Ways to Graphically Organize Information Concept in Practice 9.1: Planning a Source-Based Synthesis PaperFormulating the Central Claim Categorizing Types of Central Claims Claims that Summarize the Published ResearchClaims of Opinion or ValueConcept in Practice 9.2: Expressing the Central ClaimCentral Claim that Summarizes SourcesCentral Claim that Expresses the Writer's OpinionDrafting Your Paper Support Claims with EvidenceWrite an Original ArgumentUse Additional Features of Good Synthesis WritingSynthesizing Source Material Using MLA Format Synthesizing Source Material Using APA Format Applying the Concepts to Reading: Reading a Source-Based Proposal Documented in APA FormatApplying the Concepts to Writing: Synthesizing Information from SourcesPAIRED READINGS FROM PSYCHOLOGY Excerpt from "An Interview with Deanna Kuhn," Educational Psychology Review, Michael E. Shaughnessy "Jumping to Conclusions," Scientific American Mind, Deanna Kuhn 10. Conducting Primary Research Secondary Research versus Primary Research Choosing a Research Topic Use Course ResourcesLook AroundUse Published StudiesPrimary Research Questions Choosing Your Research Methods Observation Limitations of ObservationGuidelines for Conducting Observational ResearchConcept in Practice 10.1: Reporting Observational ResearchInterviews Guidelines for Conducting InterviewsConcept in Practice 10.2: Interviewing Research SubjectsSurveys Guidelines for Creating Survey QuestionsConcept in Practice 10.3: Evaluating Survey QuestionsLimitations of Survey ResearchTextual Analysis Guidelines for Conducting Textual AnalysisConcept in Practice 10.4: Analyzing Textual FeaturesDiscovering Topics for Textual Analysis StudiesEthical Considerations When Conducting Primary Research Reporting Your Original Research TitleIntroductionMethodsResultsDiscussionReferencesBenefits of Conducting Primary Research Applying the Concepts to Reading: Analyzing a Description of MethodsApplying the Concepts to Writing: Planning a Research StudyPAIRED READINGS FROM INTERDISCIPLINARY STUDIES Excerpt from University of Michigan's webpage for the Undergraduate Research Opportunity Program (Sandra R. Gregerman, director) Excerpt from "Undergraduate Student-Faculty Research Partnerships Affect Student Retention," Review of Higher Education, Biren A. Nagda, Sandra R. Gregerman, John Jonides, William von Hippel, and Jennifer S. Lerner 11. Revising and Editing Academic Writing Global vs. Local Changes Making Global Revisions Can Readers Predict What's Ahead?Does the Organization of Main Ideas Make Sense?Are Main Ideas Repeated?Are Ideas Linked?Concept in Practice 11.1: Linking ParagraphsAre the Body Paragraphs Well Structured?-- Are the Sentences within each Paragraph Connected?-- Is the Paragraph Unified?-- Is the Paragraph Adequately Developed?Concept in Practice 11.2: Revising Underdeveloped ParagraphsDoes the Writing Address Your Reader's Needs?Have You Used Feedback from Professors?Concept in Practice 11.3: Using Instructor FeedbackMaking Local Edits Decide between Active Voice or Passive VoiceUse the "Given-New" PatternConcept in Practice 11.4: Using the Given-New PatternHelp Readers Navigate Complex Sentence PatternsEdit for ConcisenessConcept in Practice 11.5: Editing for ConcisenessEditing for Correct Grammar and SpellingFinal Revising and Editing Tips Applying the Concepts to Reading: Making Global RevisionsApplying the Concepts to Writing: Using a Revising ChecklistRevising ChecklistPAIRED READINGS FROM EDUCATION "Some Reasons for the Grades We Give Compositions," The English Journal, Sarah Warshauer Freedman "Why Do Teachers Give the Grades They Do?" College Composition and Communication, Sarah Warshauer Freedman 12. Working and Writing in Groups Advantages and Disadvantages of Working in Groups Keys to Successful Collaboration--Discuss in Advance Your Group Philosophy--Expect Different Approaches to Communication and Work--Consider Other Perspectives--Coordinate EffortsConcept in Practice 12.1: Engaging in Productive ConflictWriting Collaboratively Giving Peer Feedback Focus on What's Needed at the TimeConsider the Evidence Supporting the Writer's ClaimsNotice the Organization and Flow of IdeasAnnotate As You ReadGive Specific FeedbackBenefits of Peer Response Concept in Practice 12.2: Giving Useful FeedbackApplying the Concepts to Reading: Responding to the Writing of OthersApplying the Concepts to Writing: Writing CollaborativelyPAIRED READINGS FROM BIOLOGY "The Brains of the Animal Kingdom; New Research Shows that We Have Grossly Underestimated both the Scope and the Scale of Animal Intelligence. Primatologist Frans de Waal on Memory-Champ Chimps, Tool-using Elephants and Rats Capable of Empathy," Wall Street Journal, Frans de Waal Excerpt from "Chimpanzees Play the Ultimatum Game," Proceedings of the National Academy of Sciences of The United States of America, Proctor Darby, Rebecca A. Williamson, Frans B. M. de Waal, and Sarah Brosnan 13. Social Networks (Sociology) Excerpt from Connected: The Surprising Power of Our Social Networks and How They Shape Our Lives, Nicholas A. Christakis and James H. Fowler (Biology) "The Empathy Instinct," Discover, Frans de Waal (Economics) "Is Poor Fitness Contagious? Evidence from Randomly Assigned Friends," Journal of Public Economics, Scott E. Carrell, Mark Hoekstra, and James E. West (Economics) "The Canseco Effect: Wherever He Went, Jose Canseco Made His Teammates Better Power Hitters. Can Statistics Be Used to Find Juicers?" Slate, Ray Fisman (Sociology) "The Illusion of Diffusion," ociety, Joel Best (Neuroscience) "Creativity versus Skepticism within Science," The Skeptical Inquirer, V. S. Ramachandran (Art and Design) "Hackers of the Renaissance," OMNI Reboot, Pablo Garcia (Psychology) "Culture and Causal Cognition," Current Directions in Psychological Science, Ara Norenzayan and Richard E. Nisbett (Psychology) "Cultural Variation in Eye Movements during Scene Perception," PNAS (Proceedings of the National Academy of Sciences), Hannah Faye Chua, Julie E. Boland, and Richard E. Nisbett 14. Perceptions and Perspectives (Psychology) "Kidding Ourselves," excerpt from How the Mind Works, Steven Pinker (Psychology) "'Why Won't They Admit They're Wrong?' and Other Skeptics' Mysteries," Skeptical Inquirer, Carol Tavris and Elliot Aronson (Advertising) Excerpt from "'I Smoke But I Am Not a Smoker': Phantom Smokers and the Discrepancy between Self-Identity and Behavior," Journal of American College Health, Youjin Choi, Sejung Marina Choi, and Nora Rifon (Psychology) "The End of History Illusion," Science, Jordi Quoidbach, Daniel T. Gilbert, and Timothy D. Wilson (Business) "In Hiring and Promoting, Look beyond Results," The Wall Street Journal, Francesca Gino (Business) Excerpt from "Correspondence Bias in Performance Evaluation: Why Grade Inflation Works," Personality and Social Psychology Bulletin, Don A. Moore, Samuel A. Swift, Zachariah S. Sharek, and Francesca Gino (Psychology) "Myside Bias in Thinking about Abortion," Thinking and Reasoning, Jonathan Baron (Neuroscience) "Filling in Gaps in Perception: Part I," Current Directions in Psychological Science, V. S. Ramachandran 15. Language, Literacy, and Technology (Psychology) "Lost in Translation," The Wall Street Journal, Lera Boroditsky (Psychology) "Subtle Linguistic Cues Influence Perceived Blame and Financial Liability," Psychonomic Bulletin & Review, Caitlin M. Fausey and Lera Boroditsky (Psychology) "Our 'Deep Reading' Brain: Its Digital Evolution Poses Questions," Nieman Reports, Maryanne Wolf (Technology) "How Computers Change the Way We Think," The Chronicle of Higher Education, Sherry Turkle (Communications) "Does the Internet Make You Smarter or Dumber?" The Wall Street Journal, Clay Shirky (Media Studies) "Using the Internet to Examine Patterns of Foreign Coverage," Nieman Reports, Ethan Zuckerman (Psychology) "The Effects and Predictor Value of In-Class Texting Behavior on Final Course Grades," College Student Journal, Sylvia E. McDonald (Computer Science) "The Laptop and the Lecture: The Effects of Multitasking in Learning Environments," Journal of Computing in Higher Education, Helene Hembrooke and Geri Gay 16. Violence and Justice (Art History) "Another Report on the Age of Extinction," Canadian Review of American Studies, John O'Brian (History) "Getting Away with Murder," American Historical Review, Elizabeth Dale (Social Work) "Taking a Juvenile into Custody: Situational Factors That Influence Police Officers' Decisions," Journal of Sociology and Social Welfare, Terrence T. Allen (Law) "The Government Wants Your DNA," Scientific American, Erin Murphy (Psychology) "How I Got Started: From Semantic Memory to Expert Testimony," Applied Cognitive Psychology, Elizabeth F. Loftus (Psychology) "Repeated Information in the Courtroom," Court Review: The Journal of the American Judges, Jeffrey L. Foster, Maryanne Garry, and Elizabeth F. Loftus (Management) "It's a Crime What Some People Do with Statistics," The Wall Street Journal, Arnold Barnett (International Relations and Psychology) "War Really Is Going Out of Style," The New York Times, Joshua S. Goldstein and Steven Pinker 17. Conservation and the Environment (Interdisciplinary) "Conservation-Reliant Species," BioScience, Dale D. Goble, John A. Wiens, J. Michael Scott, Timothy D. Male, and John A. Hall (Marine Science) "Finding Nemo on Your Plate," The Nature Conservancy blog, Stephanie Wear (Wildlife Ecology) "Survival of Neonatal White-Tailed Deer in an Exurban Population," The Journal of Wildlife Management, Sarah T. Saalfeld and Stephen S. Ditchkoff (Environmental Science) "The Trial," Conservation Biology, David W. Orr (Interdisciplinary) "Conservation and the Social Sciences," Conservation Biology, Michael B. Mascia, J. Peter Brosius, Tracy A. Dobson, Bruce C. Forbes, Leah Horowitz, Margaret A. McKean, and Nancy J. Turner (Geography) "Alpine Areas in the Colorado Front Range as Monitors of Climate Change and Ecosystem Response," The Geographical Review, Mark W. Williams, Mark V. Losleben, and Hillary B. Hamann. (Economics) "Climate Change and Agriculture: Economic Impacts," Choices, John M. Antle (Geography) "The Last Americans," Harper's Magazine, Jared Diamond (Geography) "Will Big Business Save the Earth?" The New York Times Upfront, Jared Diamond